Grade Level: 3rd

Subject(s): Language Arts and Social Studies

Learner Outcomes:

• Students will become aware of the elements of a fairy tale.
• From fairy tales read, students will become aware of how culture, ideas, and opinions of others in history have contributed to our life.
• Students will make historical inferences by analyzing fairy tales.
• Working as a group, but also working independently, students will correctly use capitalization and punctuation skills to write their own fairy tale using two characters and a creature selected from the software program "Magic Princess" and using the elements of a fairy tale.

Duration of Lesson: 2-3, 40 minute class periods

Materials:  Numerous fairy tale books, chart paper, New Book of Knowledge encyclopedia, Vol. 1--A

Technology Tools/Courseware:

Multimedia computer with Microsoft Office, Internet access, Power Point Presentation, projection device, "Magic Princess" software program (site license if possible), and computer lab and/or classroom computers with word processing program.

Teacher Notes:

• Signed AUP (acceptable use policy)
• Floppy discs

• Students will again view the Fairy Tale Power Point presentation with emphasis being placed on the elements of a fairy tale and the lives of the authors.
• Discuss the elements of a fairy tale--statements from the narrator such as Once upon a time...or...happily ever after; the use of magic and fantasy (often ordinary people have experiences of a supernatural kind and are affected by charms, disguises, spells, etc.); good versus evil; personified animals or objects;  and a moral.  Make a chart to be hung in the room containing this information.
• From The New Book of Knowledge; vol. 1 (A), read the beginning of the article written by Danny Kaye about how Kaye and Hans Christian Andersen both identified with the story The Ugly Duckling.  (Note:  You must be a subsriber to get this on-line)
• On the chart, add an entry for "why"--what in the author's life (personal or cultural) might have made him write this story.
• If students (hopefully, at least one student used this fairy tale for the Lesson 1 assignment) are familiar with The Ugly Duckling, complete chart entries. If students do not know the story, first read the story--book or the online version.
• Continue with the encyclopedia article about Andersen. Read the section about him leaving home and how he came to write The Red Shoes.
• Same as above for completing chart for this story. If needed, an online version of this story is also available.
• If time allows and practice is needed in completing the chart, may continue with encyclopedia article and next story mentioned The Little Match Girl.
• Have each student use the summaries of their stories written for Lesson 1 and select one story to complete the chart information regarding elements of a fairy tale and what can be inferred regarding the personal or cultural life of the author.
• Use the projection system (or the computer lab if a site license can be obtained) to introduce the software program Magic Princess.
• Working in cooperative groups (3 students per group), have the students select two characters and one creature from the above mentioned software program.
• Students will work in their cooperative group to write a fairy tale using a school rule as the "why" in the story.  The rule is the personal or cultural event that affected the authors lives.
• Before the writing begins, have each group develop rules for cooperative group work and attainment of the group goal. Remind students that the democratic process of majority rule can be used to resolve classroom dilemmas.
• Give the students the assignment that although their group is responsible for one story, each member is individually responsible for a part (beginning, middle, or end) of the story. Have students use their established rules to assign story responsibility to each group member.
• Discuss that the story must contain the elements of a fairy tale and give each member of the group a copy of the chart that has been previously used in this lesson.
• Students will begin by working as a group to come up with an idea for their story. At this time, have each member complete the chart (same for each group member) and take any notes or write a rough draft as the group deems necessary.
• Classroom computers will be used as "Story Stations" and may be utilized as time allows throughout the next few days.
• Students will work independently to write their part of the story. Students who have been assigned the beginning part of the story may use the word processing program on the classroom computers to begin their story. Remind students to correctly use capitalization and punctuation skills as they write the story.
• After the beginning of the story is finished, have the student use the spell check function and make corrections as needed. Before leaving the computer, the student will need to save the story on a disc provided by the teacher.
• Students who have been assigned the middle of the story, may now use the "Story Stations" to continue with the group story. In writing their story, they must first read what has been written and then continue along with this main idea. When finished with their part, the student will use the spell check function, make corrections as needed, and save their work.
• The final member of the group will need to read the story to date and write the ending. As the student finishes, he will need to use the spell check function, make correction as needed, and save his work.
• Students will need to work together again in a cooperative group to complete the final revision. Students will need to make sure that in addition to having a clearly identified beginning, middle, and end, that the story is focused, coherent, and has a logical progression of ideas. Students may need to be reminded of their cooperative group rules.
• When finished, each group may present (read) their story using a projection system.

• Librarian will give help as needed.
• Pair students so that they may help to teach needed skills.
• The number of students in a cooperative group may be increased to allow 2 students to work on one part of the story.
• Follow student IEP's.

Students may use the library computer to access approved (book marked) fairy tale related web sites. Many of the stories have been written by students.

Evaluation/Assessment:

• Class participation
• Student observation
• Completed chart for fairy tale elements
• Student written fairy tale

    Language Arts/Reading: Uses the general skills and strategies of the writing process
    History K-4: Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe

West Virginia Instructional Goals and Objectives:

Language Arts: RLA 3.1.3, 3.1.4, 3.1.6, 3.1.10, 3.1.12, 3.1.14, 3.2.10 
Social Studies: SS 3.5.1, 3.5.6, 3.5.4, 3.5.7
Technology:  TEC 3.3.1, 3.3.3

References:

• Absolutely Whootie (Fairy Tale) Stories to Grow by
• Contest of the Fairies--a Fairy Tale from France
• "The Contest of the Fairies" Whootie Owl's Free Play Script
• Shareware Reading Game--Twisted Tails
• A Storybook of Kids, by Kids, for Kids--Folktales